Student Growth Objective Form s1

Student Growth Objective Form

Grade: Subject Number of Students Interval of Instruction

3rd Grade ELA Full year (October – April)

Name of Assessment Study Island SGO Type General (Tiered) (Pre-Assessment)

Rationale for Student Growth Objective: The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Common Core State Standards: CCSS.ELA-Literacy.RI.3.1 Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CCSS.ELA-Literacy.RI.3.2 Determine the main idea of a text; recount the key details and explain how they support the main idea.

CCSS.ELA-Literacy.RI.3.3 Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

CCSS.ELA-Literacy.RI.3.4 Determine the meaning of general academic and domain-specific words and phrases in a text relevant to a grade 3 topic or subject area.

CCSS.ELA-Literacy.RI.3.5 Use text features and search tools (e.g., key words, sidebars, hyperlinks) to locate information relevant to a given topic efficiently.

CCSS.ELA-Literacy.RI.3.6 Distinguish their own point of view from that of the author of a text.

CCSS.ELA-Literacy.RI.3.7 Use information gained from illustrations (e.g., maps, photographs) and the words in a text to demonstrate understanding of the text (e.g., where, when, why, and how key events occur).

CCSS.ELA-Literacy.RI.3.8 Describe the logical connection between particular sentences and paragraphs in a text (e.g., comparison, cause/effect, first/second/third in a sequence).

CCSS.ELA-Literacy.RI.3.9 Compare and contrast the most important points and key details presented in two texts on the same topic.

CCSS.ELA-Literacy.RI.3.10 By the end of the year, read and comprehend informational texts, including history/social studies, science, and technical texts, at the high end of the grades 2–3 text complexity band independently and proficiently Student Growth Objective Form

For the pre and post assessments, students will use the Study Island assessments. Throughout the school year, the teacher will support students in mastering the topic(s) through best practice strategies rooted in a balanced literacy model of instruction. The teacher will also consistently monitor students’ progress on Study Island topics throughout the year.

Students Growth Objective

At least ______% of 3rd grade students will meet or exceed their designated targeted score on the Study Island End-of-Year Summative Assessment.

Baseline Data (Please include what you know about your students’ performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background information used in setting your objective.)

Teacher will use the outcomes of the Study Island Pre- Assessment as baseline data .

Scoring Plan Objective Attainment Level Based on Percentage and Number Achieving Target Score Target Insufficient (1) Partial (2) Full (3) Exceptional (4) Score

Approval of Student Growth Objective: Student Growth Objective Form

4th Grade ELA Full year (October – April)

Name of Assessment SGO Type General-Tiered Study Island (Pre-Assessment)

Rationale for Student Growth Objective: The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Common Core State Standards:

 CCSS.ELA-Literacy.RI.4.1 Refer to details and examples in a text when explaining what the text says explicitly and when drawing inferences from the text.  CCSS.ELA-Literacy.RI.4.2 Determine the main idea of a text and explain how it is supported by key details; summarize the text.  CCSS.ELA-Literacy.RI.4.3 Explain events, procedures, ideas, or concepts in a historical, scientific, or technical text, including what happened and why, based on specific information in the text.  CCSS.ELA-Literacy.RI.4.4 Determine the meaning of general academic and domain-specific words or phrases in a text relevant to a grade 4 topic or subject area.  CCSS.ELA-Literacy.RI.4.5 Describe the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in a text or part of a text.  CCSS.ELA-Literacy.RI.4.6 Compare and contrast a firsthand and secondhand account of the same event or topic; describe the differences in focus and the information provided.  CCSS.ELA-Literacy.RI.4.7 Interpret information presented visually, orally, or quantitatively (e.g., in charts, graphs, diagrams, time lines, animations, or interactive elements on Web pages) and explain how the information contributes to an understanding of the text in which it appears.  CCSS.ELA-Literacy.RI.4.8 Explain how an author uses reasons and evidence to support particular points in a text.  CCSS.ELA-Literacy.RI.4.9 Integrate information from two texts on the same topic in order to write or speak about the subject knowledgeably. For the pre and post assessments, students will use the Study Island assessments. Throughout the school year, the teacher will support students in mastering the topic through best practice strategies rooted in a balanced literacy model of instruction. The teacher will also consistently monitor students’ Student Growth Objective Form progress on Study Island topics throughout the year.

Students Growth Objective At least ______% of 4th grade students will meet or exceed their designated targeted score on the Study Island End-of-Year Summative Assessment.

Baseline Data (Please include what you know about your students’ performance/skills/achievement levels at the beginning of the year, as well as any additional student data or background information used in setting your objective.)

Teacher will use the outcomes of the Study Island Pre-Assessment as baseline data .

Scoring Plan Objective Attainment Level Based on Percentage and Number Achieving Target Score Target Score Insufficient (1) Partial (2) Full (3) Exceptional (4)

Approval of Student Growth Objective

5th Grade ELA Full year (October – May)

Name of Assessment Study Island SGO Type General-Tiered (Pre-Assessment)

Rationale for Student Growth Objective: The following standards offer a focus for instruction each year and help ensure that students gain adequate exposure to a range of texts and tasks. Rigor is also infused through the requirement that students read increasingly complex texts through the grades. Students Student Growth Objective Form advancing through the grades are expected to meet each year’s grade-specific standards and retain or further develop skills and understandings mastered in preceding grades. Common Core State Standards:

 CCSS.ELA-Literacy.RI.5.1 Quote accurately from a text when explaining what the text says explicitly and when drawing inferences from the text.

 CCSS.ELA-Literacy.RI.5.2 Determine two or more main ideas of a text and explain how they are supported by key details; summarize the text.

 CCSS.ELA-Literacy.RI.5.3 Explain the relationships or interactions between two or more individuals, events, ideas, or concepts in a historical, scientific, or technical text based on specific information in the text.

 CCSS.ELA-Literacy.RI.5.4 Determine the meaning of general academic and domain- specific words and phrases in a text relevant to a grade 5 topic or subject area.

 CCSS.ELA-Literacy.RI.5.5 Compare and contrast the overall structure (e.g., chronology, comparison, cause/effect, problem/solution) of events, ideas, concepts, or information in two or more texts.

 CCSS.ELA-Literacy.RI.5.6 Analyze multiple accounts of the same event or topic, noting important similarities and differences in the point of view they represent.

 CCSS.ELA-Literacy.RI.5.7 Draw on information from multiple print or digital sources, demonstrating the ability to locate an answer to a question quickly or to solve a problem efficiently.

 CCSS.ELA-Literacy.RI.5.8 Explain how an author uses reasons and evidence to support particular points in a text, identifying which reasons and evidence support which point(s).

 CCSS.ELA-Literacy.RI.5.9 Integrate information from several texts on the same topic in order to write or speak about the subject knowledgeably. For the pre and post assessments, students will use the Study Island assessments. Throughout the school year, the teacher will support students in mastering the topic through best practice strategies rooted in a balanced literacy model of instruction. The teacher will also consistently monitor students’ progress on Study Island topics throughout the year.

Students Growth Objective

At least ______% of 5th grade students will meet or exceed their designated targeted score on the Study Island End-of-Year Summative Assessment.

Baseline Data (Please include what you know about your students’ performance/skills/achievement levels at the beginning of the year, as well as any additional students data or background information used in setting your objective.)

Teacher will use the outcomes of the Study Island Pre-Assessment as baseline data . Student Growth Objective Form

Scoring Plan Objective Attainment Level Based on Percentage and Number Achieving Target Score Target Score Insufficient (1) Partial (2) Full (3) Exceptional (4)

Approval of Student Growth Objective